GRAMMATICAL OVERGENERALIZATION MADE BY LEVEL 1 LEARNERS OF FIRDAUS ENGLISH COURSE (FEC) PATIANROWO, NGANJUK

Adi Yusuf 1 University of Pesantren Tinggi Darul Ulum Jombang 1 Adi_yoesop@yahoo.co.id 1

Abstract

Besides the influence of first language (L1), learners’ poor knowledge of second language (L2) often leads to mistakes (errors). The phenomenon of second language acquisition errors (L2) caused by the second language (L2) is called overgeneralization (negative intralingual transfer). This study describes grammatical overgeneralization often made by Level 1 students' of Paradise English Course (FEC) Patianrowo, Nganjuk and the factors causing them. The errors at least can

be categorized into twelve kinds of errors: tense-related errors, modal-related errors, infinitive- related errors, gerund-related errors, present participle-related errors, noun clause-related errors, pronoun-related errors, article-related errors, preposition-related errors, singular and plural- related errors, and word order-related errors. Those errors are caused by two aspects, they are inductive and deductive reasoning.

Keywords: transfer, intralingual transfer (overgeneralization), level 1 students

Abstrak

Selain bahasa pertama (L1), pengetahuan pembelajar yang buruk tentang bahasa kedua (L2) sering menyebabkan mistakes (errors). Fenomena kesalahan akuisisi bahasa kedua (L2) yang disebabkan oleh bahasa kedua (L2) disebut overgeneralization (transfer intralingual negatif). Studi ini menggambarkan tata bahasa overgeneralization yang sering dilakukan oleh para siswa tingkat 1 di Firdaus English Course (FEC) Patianrowo, Nganjuk dan faktor-faktor penyebabnya. Errors setidaknya dapat dikategorikan menjadi dua belas jenis: tense-related errors, modal- related errors, infinitive-related errors, gerund-related errors, present participle-related errors, noun clause-related errors, pronoun-related errors, article-related errors, preposition-related errors, singular and plural-related errors, and word order-related errors. Kesalahan-kesalahan disebabkan oleh dua aspek, yaitu penalaran induktif dan deduktif.

Kata kunci: transfer, intralingual transfer (overgeneralization), level 1 students

A. BACKGROUND

overgeneralization occurs as the second language learner acts within the target

Each language has its own special language, generalizing a particular rule rules and constraints of grammar needed

or item in the second language. to form and interpret sentences.

a research on Basically, the grammars of all

Thus,

is exceedingly Languages are the same in a case of

overgeneralization

important to do. Brown (2000: 97) says complexity. According to O’Grady and

that overgeneralization is the incorrect Dobrovolsky (1989: 4 – 5), all languages

application – negative transfer – of have a grammar. The grammars of all

previously learned second language languages are essentially equal in terms

material to a present second language of overall complexity. This also occurs

context. Therefore, English teachers are in the English language; for instance,

expected to make use the results of this the use of be verb “was/were” in the

study to identify the common nominal sentence of past tense like “I

grammatical errors made by the young was happy yesterday” or “She was in the

constructing English restaurant last week”. However, we can

learners in

sentences due to overgeneralization. In not apply this to some verbal sentences

addition, they can formulate the like “I felt happy” or “he slept soundly”.

appropriate formula to overcome the There is an exception to form the

errors.

sentences in the English language. This study will focus on the This

overgeneralization frequently becomes a problem and

commonly made by the young learners results in errors for the English language

and how such errors occur. For this learners, especially the young learners.

purpose, written tasks are going to be They often fall into an assumption that

administered to the level 1 students of to indicate past events, for example, it

Course (FEC), needs be verb “was/were”. They apply

Firdaus

English

Patianrowo Nganjuk to see which parts the previous knowledge and subsumers

of English grammar they often make to subsequent learning within the target

errors. The students of this level like to language (negative intralingual transfer).

talk about themselves, and their lives as Therefore, it is not unfamiliar to hear or

main topics in the classroom and they read expressions like “I was felt happy”/

frequently make errors. Besides, an in- tired/ hungry”. They are prone to

depth interview is also being conducted generalize that to show the past events

to have general description of how they use the verb be” was/were. These

as a result of sentences are obviously incorrect. Here,

make errors

overgeneralization. The test and the be verb “was or were” is

interview will be done in March and unnecessary. So, the sentences above

April 2011

should be “I felt happy/ tired/ hungry”. Such case can be referred to as overgeneralization. Brown (2000: 95)

B. RESEARCH DESIGN

states that to generalize means to infer or This study is designed as a derive a law, rule, or conclusion, usually

descriptive qualitative research and is a from the observation of particular

case study conducted to six students instances. The process of this

taking an English course at Firdaus

English Course (FEC), Patianrowo Vita Sari Gilang (15 years old), Gadis Nganjuk. This Study will describe kinds

Malina Assyabana (15 years old), and of the grammatical overgeneralization

Nailia Maghfiroh (14 years old). They produced by the students and the

are Junior High School Students. The grammatical aspects of English that

respondents in this study are selected cause errors. In addition, the data

criterion-based selection collected are not in the form of numbers,

using

technique, which means that the instead of text or words. As stated by

respondents selected must meet criterion Miles and Huberman (1994: 9) that

of young learners (the level 1 students of qualitative data, usually in the form of

FEC Patianrowo Nganjuk). words rather than numbers. Similarly, Creswell (2003: 181) explains that

F. INSTRUMENTS

qualitative research, the data collected The instruments used to gather the involve texts (or word) data and images

data are the forms of the written tasks (or pictures) data.

(the writing tasks), namely: a task to tell about an unforgettable experience, my

C. SOURCES OF THE DATA

mother’s/ father’s daily activities, if I The data in this study are taken

have a lot of money, my parts of body from the respondents’ written tasks (the

and my favorite pet and the results of the results of the writing tasks done by the

interview with the participants: face -to- respondents) and the results of the

face/ one on one/ in- person interview. interview with the respondents. The respondents come from FEC Patianrowo

G. FINDINGS

Nganjuk, one of the leading English

1.Tense-related errors

courses in Nganjuk. Using tenses in English seems to

be difficult for the young learners as

D. LOCATION

there are many tenses in English. Each Firdaus English Course (FEC) is

tense has its own special rules which are located in Patianrowo Nganjuk. It was

different from the others’. In using established in July 2003. The students of

tenses in English, the students may fall FEC are from the Elementery, the

into these kinds of errors : Junior High School, the Senior High

a. Simple present tense-related errors

School, the University and the public. The simple present tense in The level 1 learners at FEC are those

English often becomes a great difficulty who start learning English at FEC or

for the young learners, especially in the they usually learn English at FEC for

case of adding the final -es or -s for one to twelve months. In the classroom,

singular third person. As a result, when the learners of this level are fond of

they are not sure which verbs that should talking about themselves, and discussing

be added by the final -es or -s, they their own lives as main topics.

tend to generalize the rule that whenever there is a verb preceded by

E. RESPONDENTS

singular third person, they There are six respondents in the

immediately add the final -es or -s to study. They are Iza Mazida (14 years

any present verbs. In using the final -es old), Nilna Arja Rakhmatika (16 years

or -s for singular third person, the old), Ikrima Ulul Azmi (16 years old),

students may fall into four kinds of students may fall into four kinds of

The final -es is used when the student constructs the English sentence for third person singular in the simple present, for example, in the sentence ‘My mother escortes me’, this error is related to alternating forms because the student uses free alternation of various members of a class with each other. The error occurs when the student adds the final -es to the verb ending in ‘-rt’. In this case, the correct inflectional ending should be -s the verb ends in such consonants (e.g. My mother escorts me). Therefore, the construction of the sentence ‘My mother escortes me’ is definitely incorrect because the verb ‘escort’ is inflected by the final ‘-es’ instead of ‘-s’.

Another error is related to the use of the final -s. In the sentences ‘She watchs on TV’ and ‘She always teachs my little brother’, such error is related to regularization since the regular mark is used in place of the irregular one. The student is clearly prone to over generalize the final -s to form the present verbs. In this matter, the verbs that end in ‘-ch’ must be added by the final ‘-es’ (e.g. ‘She watches on TV’ and ‘She always teaches my little brother’). According to Thomson and Martinet (1986: 159), verbs ending in ss, sh, ch, x, and o must be added by -es, instead of -s alone, to form the third person singular. Thus, the sentences ‘She watchs on TV’ and ‘She always teachs my little brother’ are clearly incorrect since the verbs ‘watch’ and ‘teach’ are added by the final ‘-s’ instead of ‘-es’.

Besides, the final -s error occurs when the student constructs the negative English sentence for third

person singular in the simple present, for instance, ‘my mother doesn’t buys rice’. This error may be called double marking as a concept is expressed twice when the language requires its expression only once. The error occurs when the student adds the final -s to the verb ‘buy’ followed by the negative construction ‘doesn’t’. it seems that the student follows the subject of singular third person ‘my mother’ and the simple present regardless the existence of the helping verb ‘does’. In this case, the final -s is unnecessary as the sentence contains a helping verb ‘doesn’t’. in English grammar, the construction of the negative sentence for singular third person in the simple present tense is :

subject (He, She, it) + does + not + V 1 (Azar, 1993: 3). Thus, the sentence ‘my mother doesn’t buys nice’ is obviously incorrect. It should be ‘my mother doesn’t buy rice’.

In addition, the students often omit the final -s. The expression ‘It like play balls’ is definitely incorrect. This error

can

be categorized as ‘misformation’ because the item is not supplied at all. The error occurs when the student does not supply the final -s to the verb ‘like’ which should be ‘like’ as the subject is singular ‘it’ and the tense is the simple present. Thomson and Martinet (1986: 159) state that in the affirmative the simple present has the same form as the infinitive but adds an s for the third person singular (e.g. ‘he/she/it works’).

Lastly, the omission -es error occurs when the student produces the English sentence in the simple present, for example, ‘it go to my neighbor’s house’. This kind of error is included misformation as the item is not supplied at all. The error occurs when the student does not add the final -es to the verb ‘go’ Lastly, the omission -es error occurs when the student produces the English sentence in the simple present, for example, ‘it go to my neighbor’s house’. This kind of error is included misformation as the item is not supplied at all. The error occurs when the student does not add the final -es to the verb ‘go’

irregular verb by adding the suffix ‘-t’. present. According to Azar (1993: 8),

This kind of error is concerned with final -es is added to do and go (e.g. ‘do

misformation as the student supplies the → does’, ‘go → goes’).

wrong morpheme. It seems that the student is influenced by the previous

b. Past tense-related errors

experience (e.g ‘bought’). In this case, The rules concerning verb-

the verb ‘laugh’ is included the regular forming that indicates the past event in

verb. Therefore, it should be added by English can be problematic for the

the suffix -ed ‘laughed’.

young learners. It is due to the fact that there are two forms of verb-forming :

2. be verb-related errors

regular verb-forming and irregular verb- English has different rules in forming. these frequently lead the

constructing non-verbal sentences and students into errors when forming

verbal sentences. To construct non- English verbs to show past activities.

verbal sentences, we need be verb (e.g. The rules of verb-forming that

is, am, are, was, were, etc.) that indicate past tense in English are

functions as predicate. On the contrary, various. Some verbs require the suffix ‘-

to construct verbal sentences, we do not t’ (e.g. sleep becomes slept, leave

need any be verb. However, not all become left, etc.), and this rule often

verbal sentences do not need any be results in errors. The error occurs when

verb. Some verbal sentences need it. One the student adds the suffix ‘-ed’ to the

of the examples is past progressive. verbs (e.g. ‘I sleeped’ and ‘I leaved’).

These rules often make the beginner such error is related to regularization

learners fall into errors. since the regular mark is used in place of

Firstly, unnecessary be verb the irregular one. In this case, the student

occurs when the student produces the is over generalizing the verbs to the

verbal sentence in present tense, for regular ones, such as opened, closed, etc.

example, ‘The people of Jawa are have Therefore, the sentences they create

brown skin’. This error may be called come to errors.

‘simple addition’ since the student uses Some verbs in English require

the item which should not appear in a the change of vowel to form past verb

well formed utterance. The error occurs (e.g. strive → strove). This irregularity

when the student uses be verb ‘are’. often causes the students come into

Here, the student follows the plural error. The student often generalizes the

subject ‘the people’. Besides, the student verb ‘strive’ to the regular one by adding

seems to categorize it as a non-verbal the suffix ‘-ed’ (e.g. ‘I strived’….)

sentence. In this, the sentence above is instead of changing the ‘i’ into ‘o’. This

categorized as a verbal sentence because error is related to misformation because

the word ‘have’ is included a verb. Thus, the student gives the wrong from of the

the be verb ‘are’ in the sentence ‘The morpheme.

people of Jawa are have brown skin’ is The next error which is in line

unnecessary. It should be omitted (e.g., with verb-forming to indicate the past

The people of Jawa have brown skin). occurrence occurs. In the sentence ‘the

Secondly, unnecessary be verb ghost was laught’, the student is apt to

occurs when the students construct occurs when the students construct

subject ‘we’ we should use be verb

be called double marking as a concept is ‘were’. Therefore, the sentences above expressed twice when the language

should be ‘we were disappointed’ and requires its expression only once. The

‘we were tired’.

error occurs when the students use be Then, be verb choice error occurs verb ‘was’. The students regard that to

when the student produces the English express past events, it needs be verb

sentence (e.g. ‘There are steep slope ‘was/ were’. In this matter, the sentences

river bank’). This kind of error may be above are categorized as verbal

called ‘alternating forms’ because the sentences since there is a word ‘felt’

student uses free alternation of various which is a verb category before the

members of a class with each other. adjective. Therefore, the be verb ‘was’ in

student seems to the sentences’ I was felt happy/ tired/

Here,

the

overgeneralization ‘there are’. This hungry is unnecessary. It should be

sentence is definitely incorrect. The error omitted (e.g. ‘I felt happy/ tired/

occurs when the student uses the be verb hungry’).

‘are’ (plural) while the noun is singular Thirdly, the error concerning the

‘slope’. In English, to show that the construction of the verbal sentences in

noun is singular, we have to use the be past tense also occurs when the student

verb ‘is’. Thus, the expression ‘there uses be verb ‘was’ to mark the past event

are ’ in the sentence above should be and the present form of a verb ‘get on’

‘there is’.

(e.g. we was get on in the bus). This Besides, the student is prone to error can be categorized as misformation

use the singular be verb ‘is’ instead of because the student uses the wrong form

the plural be verb ‘are’. For instance, of the structure. This sentence is clearly

‘the name of my 2 best friends is Ariska incorrect. It is categorized as a verbal

and Ngubud’. This error can be sentence because the word ‘get on’ is in

categorized as ‘alternating forms’ as the

a verb category. Thus, to construct this student gives free alternation of various sentence the be verb ‘was’ should be

members of a class with each other. The omitted and the form of present verb ‘get

error occurs when the student uses the be on’ should be changed into the past form

verb ‘is’ while the noun is plural ‘2 best ‘got on’ (e.g., we got on the bus).

friends ’. The student tends to over Next, the use of be verb in

generalize the be verb ‘is’ which means English leads the beginner learners into

‘adalah’. This is due to the fact that errors. The errors can be seen in

sometimes to say ‘adalah’ in English we sentences (e.g. ‘we was disappointed’

need the be verb ‘is’. In this case, we and ‘we was tired’). This error is

must use the plural be verb ‘are’ since concerned with alternating forms since

the noun is plural. Therefore, the the student gives free alternation of

expression above should be ‘The names various members of a class with each

of my 2 best friends are Ariska and other. The student seems to over

Ngubud’.

generalize be verb ‘was’ to the subject In addition, the error related to ‘we’ followed by adjectives that means

the use of be verb in English occurs to indicate nominal past tense. The error

when the students are apt to use the occurs as not all nominal past tense in

present be verb instead of the past be present be verb instead of the past be

generalizes to construct the sentence in tourists from different countrys’. This

present tense by adding a final -s on a error is related to alternating forms since

verb ‘has’ after a modal preceded by the student uses free alternation of

singular third person ‘She’ (e.g. ‘she various members of a class with each

must has a sunset prayer’). This kind of other. In English, to indicate that the

error may be called ‘simple addition’ noun is plural in the simple past we need

since the student uses the item which the be verb ‘were’. Thus, the

should not appear in a well-formed construction

utterance. In this case, this sentence is tourists….’ Should be ‘There were many

incorrect. The construction of the verb tourists …….’.

‘has’ should be the simple form of a verb The last error concerning the use

‘have’ since it is preceeded by a modal of be verb occurs when the student

‘must’ (e.g. ‘She must have a sunset constructs

expression (e.g. ‘when we was still Another error related to the use walking ……’). This error is included

of modals occurs when the student alternating forms as the student gives

generalizes to construct the past form on free alternation of various members of a

a verb ‘went’ following a past modal class with each other. The error occurs

‘had to’ (e.g. ‘we had to went to fruit when the student uses be verb ‘was’.

market’). This error may be called Obviously, the be verb ‘was’ used is

double marking as a concept is incorrect as the subject is plural ‘we’

expressed twice when the language which should be ‘were’. Accordingly,

requires its expression only once. This the expression above should be ‘when

error occurs because the student follows we were still walking ……’.

the simple past. In this case, we do not need to construct the verb ‘go’ to be the

3. Modal-related errors

past form ‘went’ as it is preceded by a Using modals in English seems

modal ‘had to’. According to Azar troublesome for the students. When they

(1989: 68), ‘have to’ is immediately construct English sentences using

followed by the simple form of a verb. modals they are apt to form the verbs

Thus, the expression above should be depend on the subjects or the tenses

‘we had to go to fruit market’. following them. In using modals, the

The next errors concerning the students may fall into three kinds of

use of modals occur when the students errors : the present tense form of a verb’-

tell about past events. The students are s’ following a modal, past tense form of

prone to form the past form on a verb

a verb following a modal, and present following a present modal, instead of modal used instead of past modal.

changing the present modal to the past To form a verb following a

modal then following it with the simple modal we do not need any final-s even

present of a verb (e.g. ‘we still must though when the subject is singular third

walked’ and ‘I won’t ever forgot him’). person ‘She’. Azar (1989: 68) states that

These errors are related to misformation modals do not take a final -s, even when

as the student uses the wrong form of the the subject is he, she or it (e.g. ‘He can

structure. In English, to construct past do it’). The error concerning the use of

occurrences followed by a modal, we occurrences followed by a modal, we

appear in a well-formed utterance. The the simple form of a verb. Accordingly,

student seems to follow singular third the sentences above should be ‘we still

person ‘she’ and the tense ‘the simple had to walk’ and ‘I wouldn’t ever/ would

present’. Certainly, this sentence is never forget him’.

incorrect. Here, the simple present form of a verb –s ‘prays’ should be in the

4. Infinitive-related errors

form of an infinitive ‘to pray’. Thus, the Some rules related to infinitive

sentence ‘she always waits to prays’ may be difficult for the students. In

should be ‘she always waits to pray’. English, infinitive follows some verbs

Sometimes, to form a verb in and adjectives and has some rules. This

English preceded by an adjective we often leads the students into errors.

need an infinitive. As explained by Azar Instead of using infinitive, the students

(1989: 175) that the adjective ‘ready’ is are frequently prone to form the verbs

followed by an infinitive (to + V 1 ). depend on the subjects or the tenses

Generally, the students follow the following the sentence. In using

subject and the tense to form a verb infinitive, the students many fall into

when producing English sentences. But, four kinds of errors : the use of a final -

this is not always true, for instance, ‘My (the simple present form for singular

mother takes a bath and ready to goes to third person) instead of an infinitive, the

school’). This error may be called use of a final -s (the simple present form

‘simple addition’ because the student for singular third person) following an

uses the item which should not appear in adjective instead of an infinitive, the use

a well-formed utterance. Here, the of past form of a verb following a

student is apt to over generalize the final purpose, and the use of past form of a

-es when constructing the simple present verb following a transitive verb and

followed by singular third person. In this nouns instead of an infinitive.

case, the verb ‘go’ does not need a final - Constructing English sentences is

es ‘goes’ because it is preceded by an frequently problematic for the learners.

adjective ‘ready’. Therefore, the correct They often fall into errors due to the fact

construction should be ‘ready to go to that in English, there are some verbs that

school’.

must be followed by infinitives. One of Another error related to the use the examples is the verb ‘wait’ that must

of infinitive occurs when the student

be immediately followed by an constructs the English sentence in the infinitive. As stated by Azar (1989: 169)

simple past. The student tends to over that the verb ‘wait’ is followed

generalize the past form on verbs in a

sentence (e.g. ‘last year I went to the (e.g. ‘I will wait to hear from you’). The

immediately by an infinitive (to + V 1 ).

Yogyakarta to followed the program error concerning the use of an infinitive

study tour’). This sentence is definitely occurs when the student constructs the

incorrect. This error can be categorized English sentence in present tense by

as double marking as a concept is adding the final ‘-s’ on a verb ‘prays’

expressed twice when the language preceded by the verb ‘wait’ (e.g. ‘she

requires its expression only once. In this always waits to prays’). This error is

matter, we need an infinitive to construct included simple addition since the

that sentence since there is a purpose.

Thomson and Martinet (1986: 294) say that purpose is normally expressed by the infinitive (e.g. ‘He went to France to learn French’). Accordingly, the sentence constructed by the student should be ‘Last year I went to Yogyakarta to follow ..’.

Besides, the errors related to the use of infinitive occur. When the students tell about past events that contain a purpose, they often make misformation on the verbs. The students are inclined to form the purpose in the past form of a verb, while the main verb is formed in the simple present, for instance, I drop in the mosque to prayed Isya’. This sentence is obviously incorrect. This error is related to misformation since the student uses the wrong form of the structure. In English to tell about past activities containing a purpose we should form the main verb into the past form, while the purpose

should be the infinitive (to + V 1 ).

Therefore, the sentence ‘I drop in the mosque to prayed Isya’ should be I dropped in the mosque to pray Isya’.

The construction concerning infinitive is also prone to an error when the learner over generalizes the past form on verb in a sentence, for example, ‘He invited we to went to TMII’ . This error is included ‘simple addition’ because the learner gives the mark that should not be needed. The learner seems to follow the simple past. This sentence is clearly incorrect as the verb ‘go’ is constructed in the form of past ‘went’ instead of an infinitive ‘to go’. In this case, the verb ‘go’ is followed by a transitive verb ‘invited’ and two nouns (the subject He and the object us) which should be an infinitive ‘to go’. Wishon and Burks (1980: 277) state that some verbs are followed by infinitive phrases containing a subject and an object. These

verbs are transitive. The sentence pattern is noun + verb + noun (e.g. ‘The chairperson invited the committee members to vote’). Thus, the sentence ‘He invited we to went to TMII’ should

be ‘He invited us to go to TMII’.

5. Gerund-related errors

Using gerund in English seems to

be problematic for the student. The error occurs as the student over generalizes the past form of a verb to express the past occurrence after a preposition, for example, ‘After arrived in my home ……’. This expression is obviously incorrect. This kind of error may be called ‘misformation’ as the student uses the wrong form of the morpheme. In this case, we must use -ing form (gerund) because there is a preposition ‘after’ before the verb ‘arrive’. According to Thomson and Martinet (1986: 96), after (preposition) must be followed by a noun, pronoun, or gerund. Thus, the expression ‘After arrived in my home ….’ should be ‘After arriving in my home….’.

6. Present participle-related errors

The use of present participle in English can be problematical for the students. To tell about the past event the student is prone to over generalize the verb into the past form (e.g. ‘when arrived there…..’). This expression is clearly incorrect since the verb ‘arrive’ is constructed to be the past form ‘arrived’ instead of present participle ‘arriving’. This error can be categorized as ‘misformation’ since the student supplies the wrong form of the morpheme. This kind of error occurs because to express past events in English, we need to use

V 2 . But, in this case, there is an exception. We must use –ing form

(present participle) as there is a categorized as personal pronoun. In conjunction ‘when’ before the verb

using personal pronoun, the students ‘arrive’. Mas’ud (2005: 201) states that

may fall into two kinds of errors: the use participle is usually used after the

of a subject pronoun instead of an object following words : After, Before, Since,

pronoun and the use of an object When, As, While, Whenever, Once,

pronoun instead of a subject pronoun. Until, and On (e.g. ‘After having

The error concerning object annoyed everybody, he went home’).

pronouns occurs when the students Thus, the construction ‘when arrived

construct English sentences, for there’ should be ‘when arriving there’.

example, ‘He invited we to went to TMII’. This kind of error is included

7. Noun clause-related errors

archi-forms because the student selects Sometimes, to make questions in

one member of the class of personal English we need to place the verb be in

pronouns to function for several others front of the subject, for example, ‘who is

in the class. The error occurs when the she ?’. However, we must put the be

student uses the subject pronoun ‘we’ verb ‘is’ after the subject ‘she’ when that

while its position is as the object of the expression becomes an object, for

verb ‘invited’. Here, the student seems to instance, ‘I don’t know who she is’. In

over generalize the subject pronoun in this case, ‘who she is’ becomes a noun

constructing English sentences. In clause since it is the object of the verb

English, the object pronoun of we is ‘know’. Azar (1989: 264) suggests that

‘us’. Thus, the sentence above should be we do not use question word order in a

‘He invited us to go to TMII’. noun clause. In a noun clause, the

Besides, the students often use subject precedes the verb’. These rules

subject pronouns instead of object often makes the students fall into errors.

pronouns in constructing English The error occurs when the

sentences, for instance, ‘And father student constructs question word order

agree, then me and my family went to instead of a noun clause. For example, in

Jakarta’. This kind of error may be ‘my father asked who is this ?’. This

called ‘archi-forms’ since the student error is related to misformation as the

selects one member of the class of student uses the incorrect form of the

personal pronouns to function for several structure. The error occurs as the student

others in the class. The error occurs does not construct the expression ‘who is

when the student uses the object pronoun this’ to be a noun clause which should be

‘me’ while its position is as the subject ‘who this is’, while the position of this

of the verb ‘went’. In English, the expression is the object of the verb

subject pronoun of me is ‘I’. Therefore, ‘asked’. Here, it seems that the student

the pronoun ‘me’ in the sentence above over generalizes the question rule.

should be ‘I’.

8. Pronoun-related errors

9. Article-related errors

Some rules regarding how Some rules related to the use of pronouns are used in English can be

articles in English Frequently lead the problematical for the students owing to

students into errors. It is due to the fact the fact that in English there are many

that there are three articles : the (the kinds of pronouns. One of them can be

definite article), a and an (the indefinite definite article), a and an (the indefinite

deserts and regions. students concerned with the use of

countries,

Therefore, the article ‘the’ in the articles :

expressions ‘I went to the Surabaya’ and ‘I want invite my parents in the

a. Article the (the definite article)-

America’ should be omitted.

related errors

Another error is related to an Using article the (the definite

unnecessary article ‘the’ which occurs article) in English seems very hard for

when the students use it before an the students since it has various usages.

indefinite numeral adjective, for As a result, when students are not sure

example, ‘I went home. Because we whether to use an article for a certain

were tired, the all students were slept’. thing, they often overgeneralize it or

This error is related to simple addition omit it. In using article the in English,

because the student gives the item which the students may fall into five kinds of

should not appear in a well-formed errors : unnecessary the before famous

utterance. The error occurs when the cities or countries (places), unnecessary

student uses an article ‘the’ before noun the before indefinite numeral adjective,

‘students’ preceded by an indefinite

numeral adjesctive ‘all’. Here the student adjective, omission of the before famous

unnecessary the before possessive

seems to overgeneralize an article ‘the’ books, and omission of the before a noun

to show nouns. In this case, we do not made definite by the addition of a

need the article ‘the’ since the noun phrase.

‘students’ is proceeded by an indefinite Unnecessary ‘the’ error occurs

numeral adjective, ‘all’. Thus, the article when the students use it in constructing

‘the’ in the expression ‘the all students’ English sentences, for examples, ‘I went

above should be ‘all students’. to the Surabaya’ or ‘I want invite my

The other errors concerned parents in the America’. This error can

with an unnecessary article ‘the’ occur

be categorized as ‘simple addition’ as as the student uses it before a possessive the student use the item which should

adjective, for instance, ‘The my face’ or not appear in a well-formed utterances.

‘The my hand’. This error can be said as The error occurs when the students use

simple addition since the student adds an article ‘the’ before the name of a city

the item which should not appear in a ‘the Surabaya’ or a country ‘the

well-formed utterances. The error occurs America’ while it is unnecessary to use

when the student uses an article ‘the’ one. It seems that the students over

before the nouns ‘face’ and ‘hand’ generalize an article ‘the’ to show a

preceded by a possessive adjective ‘my’. place. According to Mas’ud (2005: 307),

It seems that the student overgeneralizes no article is used before names of cities

an article ‘the’ to show nouns. This is and countries with a few exceptions: the

due to the fact that in English, to indicate Hague, the Soviet Union, the United

nouns we usually need an article ‘the’ States, the Congo, and the Sudan. In

(e.g. ‘the book’). In this case, we do not addition, Thomson and Martinet (1986:

need any article because the nouns ‘face’

21) state that the definite article (the) is and ‘hand’ are proceeded by a not used before names of places except

possessive adjective ‘my’. Therefore, the names of seas, rivers, group of islands,

expressions ‘The my face’ and ‘the my expressions ‘The my face’ and ‘the my

omission of a before a singular Article missing error occurs

countable noun, unnecessary a before when the students do not use an article

plural nouns, and unnecessary a before ‘the’ in constructing English sentences

the name of a country. while it is necessary to use one, for

The indefinite article choice example, ‘she recites Al-qur’an’. This

error occurs when an indefinite article is error may be called ‘misformation’ as

used to construct English sentences, for the item is not supplied at all. The error

example, ‘she must have a afternoon occurs when the student does not use the

prayer’. This kind of error may be called article ‘the’ before a famous book ‘Al-

‘archi-forms’ since the student selects qur’an’ which should be ‘the Al-qur’an’.

one member of a class of forms to Lou (2005: 137) says that the is used

represent others in the class. The error before famous books, for examples: the

occurs when the student uses the Bible, the Koran, the Odyssy, the

indefinite article ‘a’ before the word Ramayana.

beginning with a vowel ‘afternoon’ Besides, the error related to

instead of ‘an’ which should be ‘an omission of ‘the’ occurs when the

afternoon prayer’. Here, the student student does not use it before a noun

seems to overgeneralize the indefinite ‘scenery’ made definite by the addition

article ‘a’ to show a singular noun. In of a phrase ‘in Lamongan’, for example,

this case, we need the indefinite article ‘Scenery in Lamongan was very good

‘an’ as it is followed by a word and amazing’. This sentence is obviously

beginning with a vowel. Thomson and incorrect. This error can be categorized

Martinet (1986: 15) state that the form of as ‘misformation’ because the item is not

an is used before words beginning with a supplied at all. In this case, we need an

vowel (a,e,i,o,u) or words beginning article the before the noun ‘scenery’

with a mute h.

which should be ‘The scenery’ since it Next, the students often omit becomes definite after being followed by

the indefinite article ‘a’ while it is

a prepositional phrase ‘in Lamongan’. necessary to use one, for instance, According to Thomson and Martinet

‘Rabbit is beautiful animal’. This kind of (1986: 19), the (the definite article) is

be categorized as used before a noun made definite by the

error

can

‘misformation’ as the item is not addition of a phrase or clause.

supplied at all. This sentence is definitely incorrect. The error occurs

b. Article a/an (the indefinite article)-

when the student does not use the

related errors

indefinite article ‘a’ before a singular Some rules regarding how the

countable noun ‘beautiful animal’. In indefinite article a/an are used in English

this matter, we need the indefinite article can be problematical for the learners. It

‘a’ since the noun is singular ‘animal’. is due to the fact that both articles are

Thomson and Martinet (1986: 15) say used to indicate a singular noun.

that a/ an is used before a singular noun However, they have different rules. This

which is countable. In addition, the word often leads the students into errors. In

‘anima’ is proceeded by an adjective using the indefinite article a/ an in

beginning with a consonant ‘beautiful’. English, the students may fall into four

Thomson and Martinet (1986: 15) also Thomson and Martinet (1986: 15) also

This error may be called ‘simple consonant, or a vowel with a consonant

addition’ as the student supplies the item sound. Thus, the expression above

which should not appear in a well- should be ‘Rabbit is a beautiful animal’.

formed utterance. The error occurs when Unnecessary ‘a’ error occurs

the student uses the preposition ‘in’ after when the student construct English

the word ‘visit’. The student seems to sentences, for example, ‘I will buy a

over generalize the preposition ‘in’ souvenir and I will buy a some clothes’.

following a place as in ‘in Jakarta’. In This kind of error is related to simple

this case, we do not need the preposition addition because the student uses the

‘in’ since it is preceded by the verb item which should not appear in a well-

‘visit’. In English, the verb visit is formed utterance. This expression is of

immediately followed by a person or a course incorrect. The error occurs when

place. Thus, the expression above should the student uses the indefinite article ‘a’

be ‘I will visit Singapore’. before plural nouns ‘some clothes’. In this case, we do not need the indefinite article ‘a’ since the noun is plural. As

11. Singular and plural-related

stated by Thomson and Martinet (1986:

errors

16) that a/an is omitted before plural Some rules regarding how a noun nouns. Therefore, the correct, sentence

is made plural in English may be should be ‘I will buy a souvenir and I

difficult for beginner learners. It is due will buy some clothes’.

to the fact that, English has many rules In addition, the student is

in making the plural of a noun. Usually inclined to overgeneralize the indefinite

the plural of a noun is made by adding s article ‘a’ before the name of a country,

to the singular. But, there are many for instance, ‘I will visit in a Singapore’.

nouns that can not be made plural so. This construction is obviously incorrect.

They are called ‘irregular plural nouns’. This kind of error is included simple

These rules often lead the students into addition since the student adds the item

errors. Students are frequently prone to which should not appear in a well-

use a final -s in any situation when formed utterance. The error occurs when

making plural of a noun. the student uses the indefinite article ‘a’

The rule concerning a final -s or -

es to make a noun plural in English often ‘Singapore’ instead of omitting it. In this

before the name of a country

makes the students confused. For most case, we do not need any article.

countable nouns, a final -s added is to According to Mas’ud (2005: 307), no

make them plural (e.g. ‘book → books’). article is used before names of cities and

However, there is an exception for countries. Thus, the expression ‘a

words that end in -y. Azar (1989: 198) Singapore’ in the sentence above should

states that if -y is preceded by a

be ‘Singapore’. consonant, the -y is changed to -i and -es is added (e.g. ‘cry → cries’). In the data

10. Preposition-related errors

collected the plural form error can be Sometimes,

seen in the expression ‘different preposition in English Leads the students

countrys’. This kind of error can be into errors. The error can be seen in the

categorized as ‘archi-forms’ because the categorized as ‘archi-forms’ because the

to be translated as in ‘a special food of Here, the word ‘countrys’ is definitely

the Indonesian people’ (makanan incorrect because it is added by the final

istimewa orang Indonesia). Djuharie -s only while the -y is proceeded by a

(2004: 216) says that a noun phrase with consonant r. in this case, we must

of that indicates words before the of change the -y to -i and then add -es,

refers to possession after the of, the word which should be ‘countries’.

of does not need translating. Some rules related to irregular

The error occurs when the plural nouns in English can be

student does not use the article a and the problematical for students. It is because

preposition of in expressing English there are various forms of irregular

phrase, for example, ‘steep slope river plural nouns (e.g. ‘foot → feet’, or ‘tooth

bank’ which means ‘sebuah lereng tepi → teeth’). It can be clearly seen that the

sungai yang curam’. This kind of error plural form of nouns is a vowel change.

can be categorized as ‘misformation’ The error occurs when the students use a

because the items are not supplied at all. final -s to the words categorized as

The error occurs in the form of ‘steep irregular nouns to indicate plural nouns

slope’ which should be ‘a steep slope’ (e.g. ‘two foots’ or ‘thirty two tooths’)

because the noun is singular ‘slope’ and which should be (e.g. ‘two feet’ or

it is proceeded by the modifier ‘thirty two teeth’). Such error is related

(adjective) ‘steep’ which begins with a to reguralization since the regular market

consonant s. Besides, the error occurs is used in place of the irregular one.

when the student does not use the Additionally, the students often

preposition of which should be ‘a steep use an unnecessary final -s when making

slope of the river bank’ to show plural of English nouns, for example,

possession.

‘three childrens’. This error can be said as simple addition as the student uses

the item which should not appear in a

H. GENERAL DISCUSSION

well-formed utterance. Here, the student

overgeneralizes the final -s to the word

1. Inductive and deductive reasoning

that has been plural ‘childrens’. in this

that leads to overgeneralization

case, we do not need to add the final -s There are two polar aspects that since the word ‘children’ is plural. The

lead to over generalization: inductive singular form of the word ‘children’ is

and deductive reasoning. In the case of ‘child’. Thus, the expression ‘there

inductive reasoning, one store a number childrens’ should be ‘three children’.

of specific instances and induces a general law or rule or conclusion that

12. Word order-related errors

governs or subsumes the specific English has some rules related to

instances (Brown, 2000: 97). Besides,

a singular noun and possessiveness. In induction is a method of logical English, to show a singular noun

reasoning that obtains or discovers beginning with a consonant, we need an

general laws from particular facts or article a. The article a is put before the

examples (Crowther, 1995: 607). For noun as in ‘a special food’. Then, to

GRAMMATICAL OVERGENERALIZATION MADE BY LEVEL 1 LEARNERS OF FIRDAUS ENGLISH COURSE (FEC) PATIANROWO, NGANJUK